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I. The scientific method
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II. What is light?
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III. How can we make waves?
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IV. The Human Eye
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V. Why are colors everywhere?
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VI. Can light bounce? Reflection
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VII. Can light break? Refraction
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VIII. Can light bend? Optic Illusions
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IX. Where is the light? Shadows
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X. How do cameras work?
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XI. What is energy? Light and electricity
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XII. What is physics?
Through literature I want to introduce the use of drawings and poetry for students to express their observations. At this level this is an ambitious endeavor but a possible and exciting twist to the study of physics. After reviewing available literature to introduce this topic I realized that the non-fiction materials would serve as explanation but not as the hook to get my students attention. What I intend to do is to expose them to a book of poetry about light called "Flicker Flash" written by Nancy Davis and illustrated by Joan B. Graham. This book takes the children in a journey to explore light in nature and man made light through poetry. I see it as a great opportunity not only to enhance my students' scientific development but at the same time I can enhance their literacy skills. My final project will be to create a class book of poems about light from my students' observations of the various hands-on experiments we will conduct in this unit.
In trying to form my idea, I want to introduce the concept of light as a phenomenon. I must introduce to my students the concept of physics as a science that explains how things work. I would like to make this a hands-on unit in which my students can explore through simple experiments. In the exploration process the students will be able to learn the concept and about the scientific vocabulary related to it.
Prior to starting the study of light I want to teach them about the scientific method. I want them to learn more about posing questions and setting up experiments to answer those questions. Likewise, I want them to understand the importance of structured observations that have a specific objective. In addition, I want them to learn to make predictions and to purposely inquire to find out if they were accurate. Moreover, it is my hope that they will be able to understand that to err in predictions is not to fail but that it is part of the learning process. Furthermore, I would like to see them understand how they can apply conclusions to their everyday life (i. e. seeing light as a valuable resource for humans, animals, and plants). Finally, I want them to observe, hypothesize, test and study results while they are having fun; playing but in fact experimenting (Ransford, 1997).
The concept of light may be abstract for six and seven year old children to understand. The intent of this unit is to provide the necessary scaffolds to help students understand some of the characteristics of light as a physics phenomenon and to promote my students interest in science.